scholarly journals ECE students' observations of Ontario's full-day kindergarten program in the first year of implementation

2021 ◽  
Author(s):  
Bonnie Rose Marsh
Keyword(s):  
Family Involvement ◽  
First Year ◽  
Team Approach ◽  
Structured Interviews ◽  
Full Day Kindergarten ◽  
Future Policy ◽  
Teaching Programs ◽  
Student's Perceptions ◽  
Full Day

This case study examined whether and how student's perceptions of their role (as they recall them) in a full-day kindergarten program changed after a field placement experience. Qualitative data was collected using a convenience sampling approach and semi-structured interviews. This study has the potential to contribute meaningfully to both the literature on educational practices in Ontario as well to future policy. As well, this study has the makings for assisting pre-service ECE teaching programs to accurately reflect the role of early childhood educators in the education system in Ontario. The combined answers to the three research questions revealed that teachers and ECEs were struggling with the implementation of the FDK in areas of team approach, play-based learning pedagogy and family involvement.

scholarly journals ECE students' observations of Ontario's full-day kindergarten program in the first year of implementation

2021 ◽  
Author(s):  
Bonnie Rose Marsh
Keyword(s):  
Family Involvement ◽  
First Year ◽  
Team Approach ◽  
Structured Interviews ◽  
Full Day Kindergarten ◽  
Future Policy ◽  
Teaching Programs ◽  
Student's Perceptions ◽  
Full Day

This case study examined whether and how student's perceptions of their role (as they recall them) in a full-day kindergarten program changed after a field placement experience. Qualitative data was collected using a convenience sampling approach and semi-structured interviews. This study has the potential to contribute meaningfully to both the literature on educational practices in Ontario as well to future policy. As well, this study has the makings for assisting pre-service ECE teaching programs to accurately reflect the role of early childhood educators in the education system in Ontario. The combined answers to the three research questions revealed that teachers and ECEs were struggling with the implementation of the FDK in areas of team approach, play-based learning pedagogy and family involvement.

scholarly journals Researchers as knowledge brokers: A step toward research-informed policy? Lessons from the Israeli case

2020 ◽  
Vol 28 ◽  
pp. 133
Author(s):  
Rony Ramot ◽  
Gadi Bialik
Keyword(s):  
Qualitative Methodology ◽  
Research Utilization ◽  
Complex Nature ◽  
Policy Recommendations ◽  
Mediation Model ◽  
Structured Interviews ◽  
The Common ◽  
Knowledge Brokers ◽  
Future Policy

In the 1970s, the role of “chief scientist” was established in Israel as part of a knowledge mediation model aimed to promote research-informed policy and narrow the academia-field-policy gap. This paper examines how when researchers cross the boundary toward a policy role and serve as knowledge brokers, they may promote research utilization in policy. This sheds light on a key issue in the field of education research, specifically, what conditions or circumstances contribute to the maximization of research utilization and the implementation of research-based policy recommendations. Using qualitative methodology, we conducted semi-structured interviews with past chief scientists and analyzed newspaper articles to understand the complex nature of the role and to propose practical suggestions for improving its construction in future policy beyond the Israeli context. Despite the positive aura surrounding the common use of intermediaries, the issue of promoting such entities at the national educational level has not yet been realized in a coherent, stand-alone policy globally.

Maintaining hope: the intrinsic role of professional support

2017 ◽  
Vol 12 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Leigh-ann L. Onnis ◽  
Geraldine Dyer
Keyword(s):  
Job Satisfaction ◽  
Health Professionals ◽  
Professional Support ◽  
Team Approach ◽  
Remote Work ◽  
Structured Interviews ◽  
Content Type ◽  
Improved Stability ◽  
The Impact

Purpose The purpose of this paper is to examine the supportive aspects of a team approach for a remote mental health team that report high stability in senior clinical roles, in a region where voluntary turnover is typically high. Design/methodology/approach This qualitative research study examines the reflections of team members on their role and job characteristics through informal semi-structured interviews. Findings The extant themes identified as supportive aspects of the team approach included engagement and both personal and professional support. The intrinsic role of support in remote work environments, and the impact of intrinsic job satisfaction through client-focussed practices further supported low turnover, improved stability and consistency of service provision. Originality/value Continued support for existing experienced health professionals will contribute to workforce stability in remote regions where needs are complex and continuity of care is improved by consistent, reliable services. With health professionals working in remote Australia reporting high levels of job satisfaction; it follows that the next steps involve minimising dissatisfaction through effective workforce support mechanisms. Health professionals already working in remote regions, suggest that this is about engagement and personal and professional support through flexible work systems. While the findings of this study may not be generalisable, the authors suggest that these supportive aspects are transferable to other multi-disciplinary team settings.

scholarly journals Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather Braund ◽  
Kristy Timmons
Keyword(s):  
Self Regulation ◽  
Well Being ◽  
Early Years ◽  
Behavioral Regulation ◽  
Policy Document ◽  
Full Day Kindergarten ◽  
Definition Of ◽  
Full Day ◽  
Research Analysis

AbstractResearch has consistently demonstrated that self-regulation is essential for the development and preservation of health and well-being in the early years and across the lifespan. Based on the emerging literature on the important role of self-regulation in promoting healthy child development, policymakers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite efforts to include self-regulation skills in early years curriculum documents, there is limited understanding by teachers, scholars, and policymakers of what self-regulation is and how best to support it in the day-to-day classroom. This limited understanding is perpetuated by a lack of a unified definition of self-regulation. Thus, it becomes important to examine these efforts in a critical way. In Ontario, where the research was completed, a revised play-based full-day kindergarten program was introduced in 2016. In this research we use a qualitative document analysis approach to compare the conceptualization of self-regulation in Ontario’s revised play-based kindergarten program with theory-driven models of self-regulation from empirical research. Analysis was iterative, and themes emerged based upon a coding scheme developed by the research team. Results suggest that co-regulation has a powerful influence on student learning. In addition, the policy document de-emphasizes behavioral regulation and expands cognitive regulation to include more than inhibitory control. Lastly, the kindergarten program discusses metacognition in relation to the use of language to articulate one’s thinking with little attention to goal-directed behaviors. In this paper, explicit recommendations for policymakers and practitioners are provided to ensure that emerging conceptualizations of self-regulation are promoted in early years curricula. Further, empirical evidence is needed to support why it is necessary to understand emerging conceptualizations of self-regulation and outline implications for current early years curricula.

scholarly journals The Perceived Effectiveness of Full-Day Kindergarten for Children with ADHD

2021 ◽  
pp. 082957352110314
Author(s):  
Erica P. Miklas ◽  
Lindsey S. Jaber ◽  
Elizabeth Starr
Keyword(s):  
Early Childhood ◽  
Thematic Analysis ◽  
Neurodevelopmental Disorders ◽  
Lived Experiences ◽  
Ecological Systems ◽  
Perceived Effectiveness ◽  
Structured Interviews ◽  
Children With Adhd ◽  
Full Day Kindergarten ◽  
Full Day

ADHD is one of the most prevalent neurodevelopmental disorders, and the numbers only continue to rise. Ontario has implemented play-based FDK in the last decade, thus it is imperative that the perceived effectiveness of the program for children with ADHD is studied. In conducting this study, the researchers present and interprets educators’ perceptions of the FDK program and the perceived effectiveness of FDK for children with ADHD. Using an Ecological Systems Theory lens, semi-structured interviews were conducted with kindergarten teachers and early childhood educators from multiple cities throughout Southwestern Ontario to obtain their perceptions of Play-Based FDK and ADHD. The data were analyzed using Thematic Analysis (TA) and three themes emerged: (1) Knowledge and Understanding, (2) Benefits and Challenges of Play-Based FDK for Children with ADHD, and (3) Strategies Used to Promote Success. These themes encompassed the general lived experiences and knowledge that educators have on the effectiveness of the FDK program for children with ADHD. Limitations of the study and future areas of research are discussed.

scholarly journals Well-being in the Kindergarten Eating Environment and the Role of Early Childhood Educators

2018 ◽  
Vol 42 (4) ◽  
pp. 37-52
Author(s):  
Japji Anna Bas
Keyword(s):  
Early Childhood ◽  
Positive Impact ◽  
Well Being ◽  
Kindergarten Children ◽  
Full Day Kindergarten ◽  
Phase Study ◽  
Three Phase ◽  
The Impact ◽  
Full Day

In Ontario, kindergarten children haverecently begun to eat lunch at school with theimplementation of the full-day kindergartenprogram. To date, there are no regulations toaddress the particular needs of young childrenin the school eating environment. Drawing ona year-long three-phase study that followed acohort of 21 children as they transitioned fromfull-day childcare to full-day kindergarten,this study explores the impact of staff trainingand staff relationships on the well-being ofkindergarten students. Findings suggest that thepresence of an early childhood educator (ECE),a minimum staffing of two adults per room, anda collaborative approach between teacher andECE have a positive impact on child well-being.

Developing the role of midwives as ‘contraceptive champions’ to support early access to effective postnatal contraception for women

2019 ◽  
Vol 45 (4) ◽  
pp. 309-312 ◽  
Author(s):  
Annette Gallimore ◽  
Alison Craig ◽  
Sharon Cameron ◽  
Dona Milne ◽  
Fatim Lakha
Keyword(s):  
Service Evaluation ◽  
First Year ◽  
Structured Interviews ◽  
Early Access ◽  
Community Midwives ◽  
Hospital Doctors ◽  
Contraceptive Implants ◽  
Health Service Evaluation

ObjectiveTo evaluate the acceptability of the new contraceptive champion role to the first hospital and community midwives in NHS Lothian trained in this role.DesignHealth service evaluation.PopulationHospital and community midwives trained as contraceptive champions, NHS Lothian, Scotland, UK.MethodsQualitative research: 1:1 semi-structured interviews (baseline and follow-up) with five contraceptive champions.Main outcome measureQualitative data on views of the new contraceptive champions on the first 6 months of the role.ResultsAll contraceptive champions stated increased confidence in their knowledge of postnatal contraception. They reported that women had not questioned the role of midwives in inserting contraceptive implants postnatally in hospital and at home. Midwife colleagues and hospital doctors had been supportive.ConclusionThe new role of contraceptive champion is reported by midwives to have been well received in its first year by women, the midwives themselves and their healthcare colleagues.

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